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Standards- and Evidence-Based Advisory in West Virginia Schools
School Checklist to determine alignment with Standards- and Evidence Based Advisory as per Policy 2510
Standards – Based Student Advisory
In
Place
Not in
Place
In
Place
Not in
Place
Advisory systemically addresses standards and objectives outlined in Policy 2520.19 Student
Advisement Content Standards and Objectives
Plan to
 A plan is in place to systemically address and ensure students master Policy 2520.19
address
grade-level standards and objectives. This may include:
Policy
 Utilizing LINKS grade-specific lessons
2520.19
http://wvde.state.wv.us/counselors/links/advisors/ms-lesson-plans.html (36
and the
lessons per grade level (6 – 12)
WV
or
Student
http://wvde.state.wv.us/counselors/links/advisors/ms-lesson-plans.html
Success
 Supplementing with other curricula as needed
Standards
http://wvde.state.wv.us/counselors/guidance-curriculum.html
(WVSSS)
 Designing and delivery school-specific lesson plans that clearly address gradelevel standards and objectives
 A plan is in place support the integrated delivery of the WVSSS within each
programmatic level
WV Student Success Standards Checklist (6-8)
WV Student Standards Success Checklist (9-12)
 Student and school data is utilized to identify priority indicators for each grade level
 Grade level teachers engage in developing a plan to address standards and objectives
and identified school needs.
 Curriculum materials readily accessible to advisors
Evidence-based Student Advisory
Student
Groupings
Advisors
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Timeframe
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Offering
Credit
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All Students participate
20 or fewer students per advisor (when feasible)
Grade specific – to allow focus on grade level standards
Heterogeneous grouping – all students randomly grouped regardless of skill level (Rare
exceptions may be necessary based on IEP recommendations)
Students remain with same advisor throughout programmatic level (middle, high)
All staff participate with the exception of…
o Building or grade level coordinators ( who have other advisory coordination
duties and support of struggling advisors)
o Counselor (if only one in the building)
o Principal or an assistant (one principal should be available for consistent
monitoring of the program and support of struggling advisors)
A minimum block of 30 minutes once a week (Non-credit)
School may meet on additional days (shorter periods to check-in and connect with
students)
A minimum block of 50 minutes once a week (1/4 credit per year X 4 years = 1 full HS
credit – Course Code 7676)
A minimum block of 50 minutes 2 times per week (½ credit per year X 4 years = 2 HS
credits
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Schools may offer an additional HS credit for completion of grade-level career
exploration/post-secondary planning benchmarks on www.cfwv.com and
www.wvstrategiccompass.com as evidenced by online student portfolios.
Sample grading rubrics are available on the WV LINKS website
http://wvde.state.wv.us/counselors/links/about.html
Lessons address Policy 2520.19 Student Advisement Content Standards and
Objectives requirements
Evidence-based Student Advisory
Organized
Structure
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Scheduling
Advisory
Shared
Leadership
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Shared
Vision
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Advisor
Training
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Evaluation
Monitoring
and
Support
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The school schedule/structure will consistently be different the one or two days a weeks
when advisory meets to ensure advisors will facilitate standards-based lessons (i.e.
every Tuesday or every Tuesday and Thursday for a minimum block of 30 minutes).
Advisory Time is Sacred and does not become a catch-all period (homeroom activities,
announcements, club, test drills, tutoring, etc.)
Not first or last period of the day
Not or Monday or Friday
Principals engage teachers in shared decision-making opportunities, such as
o Grade level curriculum mapping
o Advisory structure
o Celebration activities
o Staff Training
Coordinators assist with advisory design, grade level curriculum planning, advisor
lessons and resources, advisor support, and program evaluation
Principals engage teachers in creating a vision for advisory outcomes
o How will students be different?
o How will the staff be different?
o How will the school be different? (data goals)
Before becoming advisors, teacher/advisors are trained for their role as advisors, and
o How to access lesson plans and other resources
o How their advisory systems with work
o How to make referrals (counselors, SAT Team, other school services)
o How to connect with parents
o How to interface with other teachers to support the success of students
Advisors have ongoing, collaborative learning and planning opportunities related to their
role and curriculum facilitation
Substitutes and new teachers are trained for their role
Process is in place to evaluate advisory
o Structure
o Training effectiveness
o Lessons
o Student learning
o Program outcomes
o Advisor needs, etc..
The principal is the chief supporter of advisor
Principals and coordinators monitor advisory and provide deliberate support to improve
advisory facilitation
In
Place
Not in
Place